understanding samr

Understanding SAMR

Ruben R. Puentedura, Ph.D.

SubstitutionTech acts as a direct tool substitute, with no

functional change

AugmentationTech acts as a direct tool substitute, with

functional improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks,

previously inconceivable

Enha

ncem

ent

Transformation

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

Pedagogy C

ontent

Technology

PK CK

TK

PCK

TPK TCK

TPCK

Social Mobility Visualization Storytelling Gaming200,000

years70,000years

40,000years

17,000years

8,000years

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

Pedagogy Content

Technology

PK CK

TK

PCK

TPK TCKTPCK

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

Pedagogy Content

Technology

PK CK

TK

PCK

TPK TCKTPCK

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

Pedagogy Content

Technology

PK CK

TK

PCK

TPK TCKTPCK

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

Pedagogy Content

Technology

PK CK

TK

PCK

TPK TCKTPCK

Study SAMR Classification Description Effect Size

Algebra IEffectiveness of Cognitive Tutor Algebra I at Scale, by John F. Pane, Beth Ann Griffin, Daniel F. McCaffrey, Rita Karam

S to A

S: Computerized algebra drills, some tied to real-world scenariosA: Tools for basic visualization; adaptive response to student progress

≈ 0.250th perc. → 58th perc.

Earth ScienceUsing Laptops to Facilitate Middle School Science Learning: The Results of Hard Fun, by Alexis M. Berry, Sarah E. Wintle

A to M

A: Interactive tools for concept exploration and visualizationM: Narrated animation as final project

≈ 0.650th perc. → 73rd perc.

(≈ 1.4 a month later)(50th perc. → 92nd perc.)

• An authentic connection between academic disciplines and real world experience

• A framework and workflow to develop 21st century skills

• The purposeful use of technology for researching, analyzing, organizing, collaborating, communicating, publishing and reflecting.

• The opportunity for learners to do something important now, rather than waiting until they are finished with their schooling

• The documentation and assessment of the learning experience from challenge to solution

• An environment for deep reflection on teaching and learning

• A process that places students in charge of their learning

These attributes enable Challenge Based Learning to engage all learners, provide them with valuable skills, span the divide between formal and informal learning, and embrace a student’s digital life.

Key ComponentsThe Challenge Based Learning process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, and resources, a solution, implementation, evaluation, reflection, assessment, and publishing.

The Big Idea: The big idea is a broad concept that can be explored in multiple ways, is engaging,

and has importance to learners, and the larger society. Examples of big ideas are

Resilience, Separation, Creativity, Health, Sustainability, and Democracy.

Essential Question: By design, the big idea allows for the generation of a wide variety of essential questions. Eventually the process narrows to one essential

question that reflects the interests of the learners and the needs of

their community.

The Challenge: From the essential question a concise challenge is articulated

that asks the learners to create a specific solution that will result in concrete, meaningful action.

Guiding Questions, Activities and Resources: Generated by the learners, guiding questions represent the knowledge needed to successfully develop a solution and provide a map for the learning process. The learners identify lessons, simulations, activities, and content resources, to answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions.

Solutions: Each challenge is stated broadly enough to allow for a variety of solutions. The solution should be thoughtful, concrete, clearly articulated and actionable in the local community.

Challenge Based Learning 2

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

ModificationTech allows for significant task redesign

AugmentationTech acts as a direct tool substitute, with functional

improvement

SubstitutionTech acts as a direct tool substitute, with no functional

change

• An authentic connection between academic disciplines and real world experience

• A framework and workflow to develop 21st century skills

• The purposeful use of technology for researching, analyzing, organizing, collaborating, communicating, publishing and reflecting.

• The opportunity for learners to do something important now, rather than waiting until they are finished with their schooling

• The documentation and assessment of the learning experience from challenge to solution

• An environment for deep reflection on teaching and learning

• A process that places students in charge of their learning

These attributes enable Challenge Based Learning to engage all learners, provide them with valuable skills, span the divide between formal and informal learning, and embrace a student’s digital life.

Key ComponentsThe Challenge Based Learning process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, and resources, a solution, implementation, evaluation, reflection, assessment, and publishing.

The Big Idea: The big idea is a broad concept that can be explored in multiple ways, is engaging,

and has importance to learners, and the larger society. Examples of big ideas are

Resilience, Separation, Creativity, Health, Sustainability, and Democracy.

Essential Question: By design, the big idea allows for the generation of a wide variety of essential questions. Eventually the process narrows to one essential

question that reflects the interests of the learners and the needs of

their community.

The Challenge: From the essential question a concise challenge is articulated

that asks the learners to create a specific solution that will result in concrete, meaningful action.

Guiding Questions, Activities and Resources: Generated by the learners, guiding questions represent the knowledge needed to successfully develop a solution and provide a map for the learning process. The learners identify lessons, simulations, activities, and content resources, to answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions.

Solutions: Each challenge is stated broadly enough to allow for a variety of solutions. The solution should be thoughtful, concrete, clearly articulated and actionable in the local community.

Challenge Based Learning 2

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

• An authentic connection between academic disciplines and real world experience

• A framework and workflow to develop 21st century skills

• The purposeful use of technology for researching, analyzing, organizing, collaborating, communicating, publishing and reflecting.

• The opportunity for learners to do something important now, rather than waiting until they are finished with their schooling

• The documentation and assessment of the learning experience from challenge to solution

• An environment for deep reflection on teaching and learning

• A process that places students in charge of their learning

These attributes enable Challenge Based Learning to engage all learners, provide them with valuable skills, span the divide between formal and informal learning, and embrace a student’s digital life.

Key ComponentsThe Challenge Based Learning process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, and resources, a solution, implementation, evaluation, reflection, assessment, and publishing.

The Big Idea: The big idea is a broad concept that can be explored in multiple ways, is engaging,

and has importance to learners, and the larger society. Examples of big ideas are

Resilience, Separation, Creativity, Health, Sustainability, and Democracy.

Essential Question: By design, the big idea allows for the generation of a wide variety of essential questions. Eventually the process narrows to one essential

question that reflects the interests of the learners and the needs of

their community.

The Challenge: From the essential question a concise challenge is articulated

that asks the learners to create a specific solution that will result in concrete, meaningful action.

Guiding Questions, Activities and Resources: Generated by the learners, guiding questions represent the knowledge needed to successfully develop a solution and provide a map for the learning process. The learners identify lessons, simulations, activities, and content resources, to answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions.

Solutions: Each challenge is stated broadly enough to allow for a variety of solutions. The solution should be thoughtful, concrete, clearly articulated and actionable in the local community.

Challenge Based Learning 2

SubstitutionTech acts as a direct tool substitute, with no functional

change

AugmentationTech acts as a direct tool substitute, with functional

improvement

ModificationTech allows for significant task redesign

RedefinitionTech allows for the creation of new tasks, previously

inconceivable

• An authentic connection between academic disciplines and real world experience

• A framework and workflow to develop 21st century skills

• The purposeful use of technology for researching, analyzing, organizing, collaborating, communicating, publishing and reflecting.

• The opportunity for learners to do something important now, rather than waiting until they are finished with their schooling

• The documentation and assessment of the learning experience from challenge to solution

• An environment for deep reflection on teaching and learning

• A process that places students in charge of their learning

These attributes enable Challenge Based Learning to engage all learners, provide them with valuable skills, span the divide between formal and informal learning, and embrace a student’s digital life.

Key ComponentsThe Challenge Based Learning process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, and resources, a solution, implementation, evaluation, reflection, assessment, and publishing.

The Big Idea: The big idea is a broad concept that can be explored in multiple ways, is engaging,

and has importance to learners, and the larger society. Examples of big ideas are

Resilience, Separation, Creativity, Health, Sustainability, and Democracy.

Essential Question: By design, the big idea allows for the generation of a wide variety of essential questions. Eventually the process narrows to one essential

question that reflects the interests of the learners and the needs of

their community.

The Challenge: From the essential question a concise challenge is articulated

that asks the learners to create a specific solution that will result in concrete, meaningful action.

Guiding Questions, Activities and Resources: Generated by the learners, guiding questions represent the knowledge needed to successfully develop a solution and provide a map for the learning process. The learners identify lessons, simulations, activities, and content resources, to answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions.

Solutions: Each challenge is stated broadly enough to allow for a variety of solutions. The solution should be thoughtful, concrete, clearly articulated and actionable in the local community.

Challenge Based Learning 2

Hippasus

Blog: http://hippasus.com/rrpweblog/Email: rubenrp@hippasus.com

Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.